The Illinois School Board Journal, September/October 2014 by IASB Publications

SEPTEMBER/OCTOBER

2014

Vol. 82, No. 5

The

STORM after

THE STORM

IN THIS ISSUE: DISASTER PREPAREDNESS

Theresa Kelly Gegen is editor of The Illinois School Board Journal. She joins the staff of the Illinois Association of School Boards from the Diocese of Springfield in Illinois, where she developed special publications and worked on the Catholic Times newspaper. Her communications background also includes non-profit work and several years in college athletics administration.

ou can’t direct the wind, but

Throughout Illinois, school offi-

Macmillan. Depending on your age

you can adjust your sails.

cials have emergency plans in place.

and perspective, it was used even

Variously attributed to author H.

On page 12, “Washington districts

more famously in a 1990 song by the

Jackson Brown Jr., activist-histori-

take action,” we learn that every event

German heavy metal band Scorpi-

an Bertha Calloway, singer-songwriter

brings its own set of challenges. Wash-

ons to celebrate the end of the Cold

Dolly Parton or simply as a German

ington school district administrators

War. “Wind of Change” is also the

proverb, this quote reflects a moti-

were able to rely on their expertise,

title of several other songs, many

vational approach to dealing with

training, planning and peers — both

publications, a pale ale, and at least

change. In this issue of The Illinois

from within and outside the strick-

one kite shop.

School Board Journal, we consider

en community — to lead their dis-

adjusting sails to the wind, both fig-

tricts to recovery.

urative and literal.

A wind of change has come to The Illinois School Board Journal.

Roger Alvey was superintendent

As the new editor of the Journal, I

Recalling the literal winds of the

of Elmwood School District 322 when

am looking forward to developing

tornado outbreak of November 17,

that community was struck by a tor-

content that covers issues and trends

2013, the Journal focuses on the

nado in 2012. In the immediate after-

that are important to Journal read-

storm after the storm. With no part

math of the November tornadoes,

ership, and offering resources to sup-

of the state safe from the destructive

Alvey worked through the night to

port board members in their work.

forces of nature, the most compelling

prepare a document – equal parts

However, one of my first duties

stories are those in which school offi-

practical checklist and uplifting sup-

as editor was a change I didn’t want

cials share how they adjusted their

port – for his peers. Washington school

to make.

sails: working through recovery, ensur-

officials lauded Alvey’s efforts. Now

The death of author Richard W.

ing a safe return to school for stu-

the superintendent of Illini Bluffs

Smelter in March will bring to a close

dents, and offering advice and counsel

CUSD 327, Alvey was kind enough

Gus the Custodian’s 43-year run as

for school leaders to use when it hap-

to share his work with the Journal.

the voice of the “From the Boiler

pens again.

See “Checklist for tornado recovery

Room” column (see page 2). I’m told

efforts,” page 17.

Gus’s crafty insights had a small

In Illinois, damaging tornadoes

but appreciative following, and I regret

struck communities as far as 300 miles apart, from Frankfort in Will

When the wind of change blows,

County to Brockport in Massac Coun-

some build walls, while others build

ty. Damage estimates exceeded $1

windmills.

that there won’t be more. Although the long-running and occasionally long-winded Gus is gone,

billion and community life was dis-

Figuratively, wind is a carrier of

I hope the Journal won’t be void of

rupted. In “Tornado aftermath cost-

change. Found originally in a Chi-

wit and humor. Do you think you’re

ly for Illinois schools,” on page 6, we

nese proverb, “wind of change” was

funny? Does anyone else? Might you

consider the impacts to school dis-

famously used to herald decoloniza-

or someone you know be a public

tricts, in terms of physical damage,

tion and anticipate apartheid in South

education humorist, commentator,

emotional trauma, immediate expen-

Africa, in a 1960 speech given by

essayist and/or satirist? I’m accept-

ditures and future costs.

British Prime Minister Harold

ing nominations. continued on page 3

TABLE OF CONTENTS

FEATURE STORY 6 | Tornado aftermath costly for Illinois schools The tornado outbreak of November 2013 caused over $1 billion in damage, resulted in great property loss and caused immeasurable emotional trauma as it impacted communities across Illinois. School officials are anticipating the future costs of safety and recovery. Gary Adkins

8 | Sidebar: Emergencies influence legislation 12 | Washington districts take action School officials in Washington coped with unique challenges after a tornado devastated neighborhoods in their districts. Heath Hendren

15 | Graphic: The most destructive tornadoes of Nov. 17, 2013 S E P T E M B E R / O C T O B E R

17 | Checklist for tornado recovery efforts

2 0 1 4

Vol. 82, No. 5

In the immediate aftermath of the November tornadoes, Superintendent Roger Alvey created a checklist for dealing with the impact of a natural disaster, from assessment to rebuilding. Roger Alvey

20 | Safety plans start with vulnerability assessments School districts should assess their ability to manage a natural disaster by identifying areas of greatest damage risk and considering the at-risk population. Gary Adkins

22 | Sidebar: Disaster plan resources

OTHER FEATURES 23 | Ten do’s for effective board meetings Experienced school board members understand the importance of running a “good” board meeting. Kara Coglianese

ILLINOIS SCHOOL BOARD JOURNAL (ISSN-0019-221X) is published every other month by the Illinois Association of School Boards, 2921 Baker Drive, Springfield, Illinois 62703-5929, telephone 217/528-9688. The IASB regional office is located at One Imperial Place, 1 East 22nd Street, Lombard, Illinois 601486120, telephone 630/629-3776. The JOURNAL is supported by the dues of school boards holding active membership in the Illinois Association of School Boards. Copies are mailed to all school board members and the superintendent in each IASB member school district. Non-member subscription rate: Domestic $18.00 per year. Foreign (including Canada and Mexico) $21.00 per year.

REGULAR FEATURES Front Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover From the Boiler Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Ask the Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

PUBLICATION POLICY IASB believes that the domestic process functions best through frank and open discussion. Material published in the JOURNAL, therefore, often presents divergent and controversial points of view which do not necessarily represent the views or policies of IASB. James Russell, Associate Executive Director Theresa Kelly Gegen, Editor

On the cover: Olivia Smith, then a sixth-grader at Central Intermediate School in Washington, created the artwork on the cover of this issue of The Illinois School Board Journal. Olivia’s art previously was featured on a collection of survival stories shared by students at Central after the tornado. The Journal thanks Olivia for the artwork and also Brian Hoelscher, principal of CUSD51’s Central Intermediate School, for his assistance. Used with permission.

TOPICS FOR UPCOMING ISSUES November/December

Administrative salaries

January/February

Funding public education

Gary Adkins, Contributing Editor Heath Hendren, Contributing Editor Dana Heckrodt, Advertising Manager Kara Kienzler, Design and Production

F EOAI TL U AR B E RR ER O OTMI C L E

Farewell to the Boiler Room by Theresa Kelly Gegen

Theresa Kelly Gegen is IASB director/editorial services and editor of The Illinois School Board Journal.

n September of 1971, Gus the

Keck, the fictional principal of East-

most sarcastic people” he knew. In

Custodian stepped out of the

side. According to Gus, Mr. Keck was

their first official collaboration, Carr,

boiler room and onto the pages of The

one smart fellow, always knew best,

Smelter, Gus and Keck tackled the

Illinois School Board Journal.

had all the answers and could do no

problem of radon gas.

The creation of David Carr and

wrong. Most columns ended with the

That’s why we should be grate-

Clifford Chaffee, members of the ele-

tagline “… ’cause he’s the principal.”

ful for real problems like asbestos

mentary education faculty at North-

Mr. Keck is wantin’ a confer-

fibers and radon gas. Saves us hav-

ern Illinois University, the first “From

ence with me right after recess that

the Boiler Room” column was pub-

I got to remember. S’pose he has more

Sort of like 20 years ago or so,

lished in the same issue as a piece on

deciding to do. He does pretty good

when we went and tore down all

principal salaries – $12,000 to $24,000

after he talks with me – that is, about

the walls between the classrooms,

at the time, a report predicting what

decidin’ things. After all, that’s his

and 15 years ago, when we put them

education would be like in the Year

job, ’cause he’s the principal.

all back.

ing to invent them.

2000, and the IASB’s response to The

In his 43 years of custodial com-

In July 1997, Carr retired as the

Illinois Constitution of 1970 and its

mentary, Gus could be a powerful

collaborative voice of Gus. Smelter

mandate creating the State Board of

purveyor of sarcasm, yet from the

continued to write “From the Boil-

Education.

beginning he offered inspirational

er Room,” saying that using “gen-

In that inaugural column, the fic-

quotes, related conversations he and

tle (and sometimes not-so-gentle)

tional custodian, Gus, lamented that

Mr. Keck had on school reform and

sarcasm is the best method I know

his fictional school, Eastside Gram-

passed along book and article rec-

of to remind these folks that the pro-

mar, was in a ping-pong arms race

ommendations that were both non-

fession is still dominated by regular

against Westside Grammar School

fiction and not fictional.

types who have not failed to notice

(also fictional). The competition

Upon Chaffee’s retirement in

between Eastside and Westside was

1985, Carr, then on the faculty at

Smelter’s commentaries started

a feature of many columns to come.

West Georgia College, continued to

with droll story-telling and ended

They even made old Bessie Waite

provide Gus’s folksy wisdom as a solo

with “’cause he’s the principal.” But

teach decimals and fractions to our

effort. In January, 1991, he was joined

in between were specific, common-

third-graders. Guess third grade

by Richard Smelter, then principal

sense recommendations to school

was too easy before. I don’t see that

of Capron Elementary School in North

board members and administrators.

it makes much difference with the

Boone C.U. District 200. Carr had

Sometimes Gus went a little off-top-

amount of paper on the floor.

been Smelter’s advisor at Northern,

ic, lamenting annual holiday letters,

Also making regular appearances

and he selected Smelter as his co-

considering the power of pizza and

in “From the Boiler Room” was Mr.

columnist after making a list of “the

taking note of district romances (again,

their foibles.”

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

fictional). Among the on-point top-

He and his wife, Pearl, lived down

ics that Smelter’s boiler room pro-

the street from Eastside. He was also

tagonist tackled: thermostat wars,

a “top-notch fisherman and not a

curriculum challenges, childhood

bad dancer.”

obesity and buzzwords. Why, if you’re not walking around the school bragging about how many of your paradigms you’ve shifted lately, you’re about as modern as a poke bonnet… I guess a great educational insult would be to say to someone, “you miserable paradigm non-shifter!”

In May 2004, Smelter removed Gus’s customary cap and took a serious turn, writing as himself on the subject of school funding, noting that there is “nothing even remotely com-

Sources: “From the Boiler Room,” IASB Journal, September-October 1971 “From the Boiler Room,” IASB Journal, March-April 1980

President Karen Fisher

Treasurer Dale Hansen

Vice President Phil Pritzker

Immediate Past President Carolyne Brooks

“From the Boiler Room,” IASB Journal, January-February 1991 “From the Boiler Room,” IASB

BOARD OF DIRECTORS

Journal, January-February 1998 “From the Boiler Room,” IASB Journal, May-June 2004 Still in the Boiler Room, IASB 2009

Abe Lincoln Lisa Weitzel

Lake Joanne Osmond

Blackhawk Jackie Mickley

Northwest Ben Andersen

Central Illinois Valley Thomas Neeley

Shawnee Roger Pfister

Cook North Barbara Somogyi

Southwestern Rob Luttrell

Cook South Val Densmore

Starved Rock Simon Kampwerth Jr.

Cook West Frank Mott

Three Rivers Dale Hansen

Corn Belt Mark Harms

Two Rivers David Barton

ical” about short-changing children. To the extent to which we fund children’s education at different levels, to that extend do we treat chil-

The Front Page

dren unequally. To the extent to

continued from inside front cover

which we treat children unequally, to that extent do we violate their

The Journal is published to sup-

civil liberties vis-à-vis equal pro-

port IASB’s vision of “excellence in

tection under the law. To the extent

local school board governance sup-

to which we violate their civil lib-

porting quality public education.” To

erties, to that extent we are shamed.

promote that vision, and to make the

Gus returned with his usual

Journal inviting and relatable, please

aplomb in the next column, and

join me. I will be actively seeking

continued true to form until this past

member input, not only for topic

spring.

ideas, but also for the content itself.

Richard Smelter died on March

What would you like to see on these

6, 2014. A retired public school admin-

pages? What’s your story? What are

istrator, since 1977 he had also served

the trends, topics, problems and

on the adjunct faculty of Oakton

solutions affecting your school?

Community College in Des Plaines.

Send an email to tgegen@

He was an historian and novelist in

iasb.com, call me at (217) 528-9688,

addition to being an administrator,

ext. 1104, bend my ear after a con-

professor and columnist. He was also

ference, meeting, marching band

a semi-professional musician.

parade, soccer game or cross coun-

With Smelter’s passing, so passes Gus. Gus was head custodian at Eastside Grammar School for 43 years.

try meet, and see me at the Joint Annual Conference in November. Let’s adjust the sails. Let’s build

DuPage Rosemary Swanson Egyptian John Metzger Illini Michelle Skinlo Kaskaskia Linda Eades

Wabash Valley Tim Blair Western Sue McCance Chicago Board Jesse Ruiz Service Associates Michael Vallosio

Kishwaukee Mary Stith

IASB is a voluntary association of local boards of education and is not affiliated with any branch of government.

windmills.

SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

Ask the staff

developed broad goals, then super-

been met, and whether the admin-

continued from inside back cover

intendent goals and targets will need

istration is in compliance with writ-

to be developed that are appropriate

ten board policy. A measure may be

for the evaluation instrument.

qualitative or quantitative. Perfor-

District goals constitute a significant piece of the board’s expec-

Next, the board and superin-

mance should be based on enough

tations. A board that has not recently

tendent also need to agree on what

data and informed opinion to avoid

engaged in goal-setting will want to

measurements will be used to deter-

personal biases and “gut feelings.”

undertake this work. If the board has

mine whether a particular goal has

Finally, the board needs to put its expectations in writing into an evaluation instrument. While it is tempting to “borrow” an instrument form another district or source, a board that views the superintendent evaluation as part of the overall dis-

STAFF OFFICE OF THE EXECUTIVE DIRECTOR Roger L. Eddy, Executive Director Benjamin S. Schwarm, Deputy Executive Director Meetings Management Carla S. Bolt, Director Sandy Boston, Assistant Director Office of General Counsel Melinda Selbee, General Counsel Kimberly Small, Assistant General Counsel Executive Searches Donna Johnson, Director Doug Blair, Consultant Thomas Leahy, Consultant Dave Love, Consultant ADMINISTRATIVE SERVICES Jennifer Feld, Associate Executive Director/Chief Financial Officer ADVOCACY/ GOVERNMENTAL RELATIONS Benjamin S. Schwarm, Deputy Executive Director Deanna L. Sullivan, Director Susan Hilton, Director Zach Messersmith, Assistant Director Advocacy Cynthia Woods, Director

IASB OFFICES 2921 Baker Drive Springfield, Illinois 62703-5929 217/528-9688 Fax 217/528-2831

www.iasb.com 6

BOARD DEVELOPMENT/TAG Dean Langdon, Associate Executive Director

Board Development Sandra Kwasa, Director Nesa Brauer, Consultant Angie Peifer, Consultant Targeting Achievement through Governance Steve Clark, Consultant COMMUNICATIONS/ PRODUCTION SERVICES James Russell, Associate Executive Director Gary W. Adkins, Director/Editorial Jennifer Nelson, Director, Information Services Theresa Kelly Gegen, Director/ Editorial Services Heath Hendren, Assistant Director/ Communications Kara Kienzler, Assistant Director/ Production Services Gerald R. Glaub, Consultant

trict planning process recognizes the need to develop an instrument based on its own unique needs. Using a template or sample from another source is perfectly acceptable; however, the content will be unique to each district. For more information, download the publication “The Superintendent Evaluation Process: Strengthening the Board-Superintendent Relationship” at www.iasb.com/training/ freepubs.cfm.

FIELD SERVICES/POLICY SERVICES Cathy A. Talbert, Associate Executive Director Field Services Larry Dirks, Director Perry Hill IV, Director Laura Martinez, Director Reatha Owen, Director Patrick Rice, Director Barbara B. Toney, Director Policy Services Anna Lovern, Director Nancy Bohl, Consultant Brian Zumpf, Consultant

One Imperial Place 1 East 22nd Street, Suite 20 Lombard, Illinois 60148-6120 630/629-3776 Fax 630/629-3940

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

Join yyour our Association in supportt of its ne new initiative! suppor w initiativ e! or o This campaign will be the themee ffor d Members’ Board this yyear’s ear’s School Boar Daay on No vember 15,, 2014. Day November Ad ditional activities will be held at Additional oint Ann ual Conf fer e ence. this yyear’s ear’s JJoint Annual Conference. LLearn earn mor e about ho w yyou ou more how our dis trict and can help yyour district o build suppor communit communityy tto supportt ffor or public education. Connec Connectt with us at at:: w w w.iasb.com/st www.iasb.com/standup . ta andup

@ILschoolboards @ILschoolboards

FEATURE ARTICLE

Tornado aftermath costly for Illinois schools by Gary Adkins

The author, Gary Adkins, is IASB director/editorial services and editor of Illinois School Board Newsbulletin.

ne of the largest November tor-

plete for the hardest-hit communi-

most significant aspects to these

nado outbreaks in years tore

ties and schools, particularly for those

storms were their timing, intensity

across Illinois and six nearby states

in Washington and Gifford. Even now,

and scope.

on Sunday, Nov.17, 2013. The result-

10 months after the storms, debris is

The timing of the event, hitting

ing $1 billion in property damage,

still being cleared, building and repairs

in mid-November, was highly unusu-

loss of life and disruption in the way

continue, the toll on financial resources

al. The tornadoes were the first storms

of normal life have been extremely

and emotions is rising, and a new

ever recorded in November with an

hard on families, health care providers,

school year begins with the ongo-

EF4 rating on the Enhanced Fujita

emergency responders, businesses,

ing uncertainties of school safety.

Scale (see key, page 7). Of course, a

cities, counties, and of course, school

There has been ample reporting

tornado can strike at any time of year

districts. Recovery remains incom-

on what happened that day, but the

and at any place on earth. That these particular storms struck on a Sunday, when schools were unoccupied, undoubtedly reduced the number of potential injuries and fatalities. It was reported that many of those whose homes were destroyed were at church and out of the tornado paths when they hit residential neighborhoods that morning and afternoon. The number of tornadoes and their locations were also unusual. The National Weather Service issued nearly 150 tornado warnings that day. Official warnings were issued for the same tornado multiple times after separate sightings were reported; nonetheless, a total of 73 separate tornadoes were finally confirmed, making it the fourth-largest outbreak of tornadoes on record in Illinois. Twisters were also confirmed that day in Missouri, Kentucky, Indiana, Michigan, Ohio and Tennessee. But

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

the most powerful and most dam-

close to 50 percent of the permitting

aging storms occurred in Illinois,

process of the 1,108 homes damaged.”

killing eight people.

That number is now closer to 70 per-

The EF4 that tore through Wash-

cent as work continues.

ington, located near Peoria in IASB’s

Manier anticipates Washington

Central Illinois Valley division, struck

governmental units will receive about

with winds estimated at 190 miles per

$20 million of $45 million in dedi-

hour. That’s where the greatest total

cated state aid that is earmarked to

property damage from the tornado

recover from all the tornadoes. While

outbreak occurred, along with one

generous, $20 million is not going to

death and 122 injuries. The later deaths

cover all expenses, which will also be

of two citizens were attributed to the

affected by future tax revenues.

injuries each suffered in the Wash-

Because so many homes and busi-

ington tornado. The other EF4 hit New

nesses were lost, property tax rev-

Minden, located near Centralia in the

enue will be lower for at least the next

Egyptian division, killing two people

two years, or until all of the buildings

and injuring two more.

are rebuilt and occupied, and prop-

Several EF3 tornadoes blasted

EF SCALE EF Rating 0 1 2 3 4 5

3 Second Gust (mph) 65-85 86-110 111-135 136-165 166-200 Over 200

The EF scale still is a set of wind estimates (not measurements) based on damage. Its uses three-second gusts estimated at the point of damage based on a judgment of eight levels of damage to 28 indicators such as different types of structures and trees.

erty values restored.

across the state that day, as well,

“Our loss is actually because of

including one in Gifford, a town of

property tax,” Manier continued.

highest proportion (64 percent) of

about 975 people located 15 miles

“Those homes are no longer there.

the local budget. That means that the

northeast of Champaign in the Illini

Their tax bills will be a lot less for the

$9 million budget could take an

division. There, the twister tore through

next two years. Until they are all rebuilt,

$860,000 hit.

the center of town, destroying 30

we are going to miss that property tax

“We don’t have control of either

homes with winds of up to 125 miles

and that’s going to impact our schools,

one of those,” added Washington SD

per hour. Another EF3 storm struck

library and park districts.”

52 Superintendent John Tignor, in

Brookport, a town of about 1,000

Overall, Tazewell County super-

an April 2014 WICS Newschannel 20

located on the Ohio River near Metrop-

visor of assessments Gary Twist esti-

interview. Regarding the potential

olis, in IASB’s Shawnee division, where

mates that Washington lost an

loss in property tax revenue, Tignor

the tornado killed three people and

estimated 12 to 15 percent of equal-

said that depends largely on the 2014

destroyed dozens of homes.

ized assessed value for the 2014 levy

construction season that is ending

(for taxes owed in 2015). That’s low-

soon. “We’ll get a picture as the build-

er than the 47 percent originally esti-

ing season continues and we are able

Financial costs As of mid-August of this year,

mated, but still a serious financial

to get a better idea of what the rebuild

total damage has been estimated at

burden. At Washington CHSD 308,

rate might be.”

$1.067 billion, with $935 million of

for example, 58 percent of the dis-

Although individuals and busi-

that loss accounted for in Washing-

trict’s operating budget of $15.6 mil-

ness could receive federal funds after

ton. And while private insurance is

lion is derived from local taxes. If

the tornadoes, FEMA denied the state’s

expected to cover most of it, local

these numbers hold true, based on

request for assistance to local gov-

officials are concerned state money

estimates as of last year, the result

ernments. But even if that request

in the form of disaster relief won’t be

could mean a $1.35 million hit to Dis-

had been granted, replacing lost

nearly enough to take care of other

trict 308. That is on top of a loss in

tax revenue is not something the Fed-

related recovery costs.

state funding that has been cut

eral Emergency Management Agency

$750,000 in just the past three years.

does, according to FEMA spokes-

“We’re going to continue to beat this thing,” said Washington Mayor

Of the three districts in Wash-

Gary Manier in a recent interview

ington that had extensive losses, tax-

with WICS Newschannel20. “We’re

payers in Central SD 51 pick up the

SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

woman Deanna Frazier. “It has to be physical damage,” Frazier says. 9

Attendance, enrollment and

reopened Dec 3. In addition to the

Because of so many displaced

transportation

damage to residences, about $150,000

students, the school districts have

In District 308, 116 high school

in direct damage was caused to the

had to deal with additional trans-

students (or about 10 percent of enroll-

roofs of Central Intermediate School

portation costs in order to accomo-

ment) and 15 staff members lost their

and Central Primary School. Much

date students who moved to nearby

homes. The campus re-opened four

of the repair work was completed

communities for an extended time

days after the tornado struck.

in December, 2013, during the win-

(see page 12).

District 52 lost 293 homes, dis-

Tornado damage and the brutal

ter break.

placing 127 students and their fam-

According to school officials,

winter weather that followed caused

ilies. School was closed for five days.

enrollment trends in the three Wash-

the area districts to call off classes

The other grade school district

ington districts have remained con-

for as many as 14 school days. Only

affected by the tornado, Central SD

sistent and do not appear to be

the five allotted emergency days were

51, lost homes and school property.

impacted by the tornadoes. District

made up in District 51. Days missed

Twenty-three of 150 staff members,

52 actually increased by six students

throughout Illinois eventually were

including Superintendent Chad Alla-

during the school year.

deemed “Act of God” days by the Illi-

man, were displaced by the twister,

A fourth local district, Washing-

nois State Board of Education, which

as were 140 of 1,279 students. The

ton SD 50, was minimally affected by

meant they did not detract from state

district closed its two schools through

the tornado, and school resumed

aid under the funding formula, which

the Thanksgiving Holiday and

there after three days.

is based on attendance days

Emergencies influence legislation n the wake of natural disasters, legislators look at

this mandate comes with a steep price tag at a time when

potential changes in state law to minimize future

districts continue to struggle financially and the uncer-

tragedies and speed up or encourage recovery efforts.

tainty of state funding remains a likely problem in the

Recent legislation has resulted from the 2012 Leap Day

years ahead. As school board members are aware, pass-

tornado outbreak and the November 2013 tornados that

ing referendums for new construction is no easy task in

devastated several Illinois communities.

today’s world, and that task gets more difficult when the

Some initiatives seek to help rebuilding efforts, while

cost to taxpayers continues to rise.

others look to strengthen safety standards in the form of

“Some school architects estimated that this would

increased preparedness, such as standards requiring drills

increase the cost of school projects by a million dol-

for severe weather, shelter in place and evacuation. More

lars per project,” said Ben Schwarm, IASB deputy

recently, state policymakers have turned to structural

executive director. “Like most of these proposals, the

specifications for buildings that house students.

intent is good. But if the state believes that it is a high

This year, legislation was approved by the Illinois

enough priority to require that school districts be com-

house and senate requiring storm shelters in newly-built

pelled to add this new construction, the state should

school facilities. House Bill 2513, at press time awaiting

prioritize its budget to pay for it.”

the governor’s signature, would mandate that all new

Storm shelters are clearly one option. But school

school building construction include a storm shelter that

districts have other options when it comes to protect-

meets the minimum requirements of the ICC/NSSA Stan-

ing students from natural disasters. Some older schools

dard for the Design and Construction of Storm Shelters.

have retrofitted and reinforced interior hallways to cre-

However, the Illinois Statewide School Management

ate a “shelter” in the existing structure. This meant

Alliance opposed the bill. While certainly a worthy cause,

strengthening walls with additional concrete and rebar

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

Gifford CCSD 188, a district of

Gifford figured out before school

event and may have long-term effects.

218 students, sustained direct tor-

ended in June,” Grimsley said. “We

PTSD is a condition in which trau-

nado damage to the roof of its bus

are continuing to work with families

matized individuals “can’t stop

barn. Although only moderate dam-

to help them as much as possible.”

remembering.” Tornado watches and warnings,

age to three of the district’s five buses was reported, the district planned

severe thunderstorms and even dark

Emotional trauma

to build a new garage, at a cost of

While visible scars of the disas-

clouds can trigger bad memories for

$220,000, and replace one older bus.

ter are beginning to fade, the emo-

some. For years to come, Washing-

Most of the cost will be paid by dis-

tional wounds can remain raw,

ton or Gifford children (and adults)

trict reserve funds. Superinten-

particularly for school children.

may experience reliving the fears and other emotions of the day the torna-

dent Rod Grimsley told the Rantoul

According to the National Child

Press on July 27 that if there are still

Traumatic Stress Network, the lin-

children living outside the school

gering mental health impacts of liv-

Experts say tornados threat-

district who were displaced by the

ing through tornadoes can leave

en the usual assumptions of safe-

tornado, the district will continue to

children feeling traumatized for

ty because their paths are erratic.

transport them to school, as required

months, if not years. Psychologists

In some neighborhoods, certain

under state law.

label this post-traumatic stress dis-

houses are completely leveled,

“All but one or two families had

order, also known as PTSD, which

while others sustain little dam-

their plans for residency back in

is triggered by any disturbing outside

age. This inconsistent pattern

do roared through their towns.

and ensuring hallways have 90-degree bends at each

new structure must not be greater than 110 percent of

end so they do no act as wind tunnels. Other schools

the previous home’s square footage.

have installed heavy steel shutters that can lock into

“We opposed Public Act 97-0716 as well” Schwarm

place if a tornado is approaching. Some of these shut-

said. “To be fair not only to taxing bodies but to other

ters can even be used as frames for marker boards, so

property tax payers, assessment of property taxes needs

as not to take away from the school atmosphere.

to reflect the actual value of the home. The language in

Other recent state policy proposals have focused on community recovery. In order to speed recovery and

the bill was not tight enough to assure that the value of the new home reflected the actual taxes being paid.”

ensure that citizens and business rebuild within that same

A similar measure was approved in 2014 for small

community, Illinois has put in place two new property

businesses that were destroyed in November 2013 by

tax relief laws for those impacted by a natural disaster.

tornados and other natural disasters. Senate Bill 3259,

Public Act 97-0716 emerged in response to the dev-

now Public Act 97-0911, phases in property taxes over

astation Harrisburg suffered in a 2012 tornado. The law

a 15-year period for small business owners who rebuild

created the Natural Disaster Homestead Exemption,

after a disaster.

which provides a property tax exemption for a home-

Also approved in 2014 was a disaster-related ini-

owner that lost a home and replaced the dwelling with

tiative, now Public Act 098-0701, which limits to 10

a new home. The owner is able to receive a homestead

percent the amount of compensation an insurance

exemption equal to the difference in property values

adjuster can receive when representing a consumer in

between the new home and the home destroyed by a nat-

a disaster claim.

ural disaster. To receive the property tax benefit, the

—- by Heath Hendren

homeowner must rebuild within two years and the SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

can cause feelings of guilt in those

emotional reactions in children and

Nightmares, falling grades, regres-

spared, or unfairness in those

adults exposed to a severe tornado,

sion, even self-harm can sometimes

recovering.

including feelings of insecurity, unfair-

result. There may also be problems

Mental health professionals say

ness, anxiety, fear, anger, sadness,

with absenteeism, self-medication and

they have witnessed many different

despair and worries about the future.

recklessness among older students. Counseling is sometimes indicated. Anticipating the next event As last November’s widespread

SHAPE UP! (Your policy manual, that is.)

tornado outbreak demonstrated, every school district in Illinois faces severe weather risks, and the costs associated with preparation. In Illinois, legislation has been approved by the house and senate requiring storm shelters in newlybuilt school facilities; which could

Is your policy manual tired and out of shape?

add $1 million to new-construction costs. Experts warn that retrofitting shelters may not be the best solution for existing schools. One of the first steps in identi-

It’s time to consider a POLICY MANUAL CUSTOMIZATION No matter what condition the manual is in, an IASB policy consultant will work with your district to develop a new and up-to-date local school board policy manual that is clear and concise, legally referenced, crossreferenced to related policies, and identified with adoption dates.

fying the best available shelter options in a school is to determine to what degree one is needed. This may include a vulnerability assessment geared toward extreme wind events. The assessment of the threat level is based on the probability of an occurrence of an extreme wind event of a specific magnitude at a specific location (see page 20).

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Harold Brooks, an expert on tornado science and statistics at the National Severe Storms Laboratory in Norman, Oklahoma, told the New York Times in an April 29, 2014 sto-

For more information contact IASB Policy Services today! Anna Lovern, 217-528-9688, ext. 1125, alovern@iasb.com or Brian Zumpf, 630-629-3776, ext. 1214, bzumpf@iasb.com

ry why communities in tornado-prone areas should not necessarily tear down all their schools and construct reinforced buildings: “[For] new construction, I’d do it [just like in homes]. Otherwise, it’s not a particularly cost-effective way

Policy Services

of saving lives. Around here, about 10 percent of tornadoes occur during school hours. The most in any

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

matter,” District 61 Superintendent

state is around 20 percent, for Alaba-

out another notification to parents.”

ma. If you’re interested in protecting

Public schools are required by

lives, you need to focus on where peo-

the Illinois State Board of Education

Plans and drills aside, Carlo said

ple are when tornadoes hit, which is

to conduct severe weather drills once

that even though his district’s three

most likely at home. Nationally, we’ve

a year. Many school districts do so

schools are safe, “for any tragedy, you

averaged about one death per year

more often. Darien SD 61, for exam-

can only plan so much.”

in the last 55 years. In school trans-

ple, leads students in drills in Sep-

Ten months after the events of

portation vehicles (buses and vans,

tember, soon after the school year

Nov. 17, stricken Illinois communi-

not kids being taken to and from

begins, and again in March, at the

ties are returning to normal. As heal-

school in their family vehicle), around

start of tornado season.

ing continues, recovery costs are

Robert Carlo said.

16 kids 5 to 18 years old are killed

During those drills, an announce-

counted and lessons learned are

per year, and 14 high school students

ment is made. Students go — as a

shared. The new school year has begun

die directly or indirectly as a result

class — to a designated site. For most

in the impacted communities.

of football.” Regardless of the rarity of deaths from tornadoes at school, because of their potential danger it is wise for schools to prepare for them, accord-

“We like to let people know we have security plans in place, severe

ing to Steve Satterly, director of school

weather plans in place, so when something happens, it’s not a new

safety and transportation at the CSC Southern Hancock County, Indiana.

event for us. We try to keep the children as calm as possible, as if

He suggests developing a written plan

it’s a routine matter.”

– Darien District 61 Superintendent Robert Carlo

that allows the school the capability to pre-emptively close ahead of severe weather warnings received from an Emergency Management Agency direc-

classes in the suburban Chicago dis-

tor. Such plans spell out, in writing,

trict, that site is one of the school’s

“Tornado Aid Likely Won’t Cov-

under what conditions school may be

learning centers. Students get on the

er Recovery Costs,” WICS-TV

released early. If one is not current-

floor, generally in the kneeling posi-

Newschannel 20, Springfield, archives

ly used, schools may obtain and prop-

tion, duck their heads down and cov-

from April, 2014

erly test a reverse 911 system or

er the back of their necks. Teachers

“What You Should Know about Tor-

emergency notification system to

take attendance to see that all the

nadoes,” the National Child Traumat-

instantly communicate with parents.

students are accounted for. If all stu-

ic Stress Network, http://www.nctsn.org/

Danville CCSD 118 schools

dents are there, the teacher holds up

“Resources for School Person-

recently approved the use of an app

a green sheet of paper. If someone is

nel,” the National Child Traumatic

designed and maintained by a Jostens

missing, a red sheet is held up and

Stress Network, http://www.nctsn.org/

company, based in Oklahoma. Accord-

staffers talk by radio as they check

“14 Severe Weather Survival Tips:

ing to Danville webmaster DeWayne

for that student.

References:

Vulnerability assessments, using safe

Towe, “Their big selling point as far

Officials say students need to feel

rooms, following the two-wall rule

as how it works was when the torna-

safe, and conducting drills is an impor-

and planning for students with spe-

do came through Moore, Okla. It was

tant part of that.

cial needs are just some of the steps

the end of the school day, [and] admin-

“We like to let people know we

your campus must take to prepare

istration sent out a notification to

have security plans in place, severe

for a tornado,” by Steve Slattery,

parents: ‘Your kids are safe, they’ve

weather plans in place, so when some-

http://www.campussafety

all taken shelter, the buses aren’t run-

thing happens, it’s not a new event

magazine.com

ning, do not come to the school.’ Once

for us. We try to keep the children as

the tornado passed, they were to send

calm as possible, as if it’s a routine

SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

Washington districts take action by Heath Hendren

Heath Hendren is IASB assistant director/communications.

hat makes natural disasters

tation. Transportation, volunteer

ter, and the Joint Annual Conference, which would be held six days later.

so difficult to plan for is their

coordination, charity distribution,

level of unpredictability. Dealing with

insurance documentation, and as

The Washington community has

unknown or unforeseen conditions

determining when students should

four public school districts: three

may start with the initial event in

return to class become the respon-

elementary and one high school.

first response, but continues as con-

sibility of school leaders.

Three were significantly impacted

sequences compound during the

When an EF4 tornado struck the

by the devastation left by the twister.

town of Washington in November

One of the first challenges fac-

All school districts have policies

2013, few could have anticipated the

ing school officials was deciding when

in place to deal with disasters and

scope of destruction. At a time when

students could return. The deci-

tragedies, it natural or man-made.

most school districts were preparing

sion depended on many factors: the

However, it is impossible to fully plan

for the Thanksgiving holiday recess,

well-being of the students, faculty

for the unknown. Responses will

the only things expected were tour-

and their families; building safety and

necessitate specialization and adap-

nament games, the first signs of win-

infrastructure concerns; and how to

recovery period.

physically get so many displaced children to and from school. Photo taken November 18, 2013

“That was the toughest decision,” said Jim Dunnan, former superintendent of Washington High School District 308. “It’s a very delicate balance. The reality is that school gave quite a few kids a place to go.” Washington High School reopened just three days after the tornado struck. On the first day back, 750 of the district’s 1,200 students were in attendance. The district imposed a one-hour late start because of the logistics of transporting children to school. Dunnan said it was important to ensure that the actual building and surrounding grounds were safe and secure, utilities were functioning properly, travel routes were manageable, and that

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

school transportation was not inter-

important to give students a place to

Peoria and Dunlap; District 52 sent

fering with cleanup and recovery efforts.

see and speak to each other after fac-

buses to communities toward the

ing such a devastating event.

north and east such as Mackinaw,

“By returning to school, it allowed us to identify those students who lost

“We needed to give students a

Roanoke and Metamora; District 308

a home in the disaster,” said Dunnan.

chance to re-acclimate. It was impor-

transported students from the south

“Also, we didn’t jump right back into

tant to provide a routine and some-

towards Pekin and Morton. This

academics. It was important to let

thing normal for them,” he said. “Being

meant that students from different

classmates socialize and see their

back at school and the routine brings

districts rode the same bus. They

friends.”

back a sense of normalcy.”

had to be picked up and dropped off

The two elementary schools most impacted took a little more time in ushering younger students back to school. District 52 reopened one week

“We needed to give students a chance to re-acclimate. It was

after the tornado struck. Central Dis-

important to provide a routine and something normal for them,”

trict 51, where school facilities required repairs, needed a little more than two

he said. “Being back at school and the routine brings back a

weeks to reconvene.

sense of normalcy.”

— District 52 Superintendent John Tignor

All three schools were prepared with onsite counselors to help with the transition. One-on-one and group at the various schools, and students

counseling allowed students to share

But deciding the date for students

their experiences in a comfortable,

to return is only a part of the process.

secure setting. Washington Township

Officials must still be able to transport

The unique transportation pro-

Special Education Cooperative arranged

students, a critical factor for the Wash-

gram worked well for Washington

for Tazewell and Menard County school

ington-area districts. While bus fleets

schools, because the federal act allows

districts to send additional counselors

were not damaged by the storm, many

transportation costs to be split

to the impacted areas.

students were displaced and living in

between the district in which the

Central District 51 held a teacher

as many as 11 different communities.

student was physically living and

institute day prior to students return-

School officials determined the

the school the student was attend-

ing to allow counselors to meet with

best and most efficient option was to

ing. In this situation there were three

staff and prepare them to meet the

coordinate a joint effort among the

districts that would also split the 50

needs of students when classes

three districts to get students to and

percent share. This made costs much

resumed. District 51 kept addition-

from school, no matter where they

more manageable for the Washing-

al counselors in place throughout that

were relocated. As stipulated in the

ton schools, but also required keep-

first week, and a volunteer organi-

federal McKinney-Vento Homeless

ing accurate, up-to-date records in

zation brought in therapy dogs to help

Assistance Act, schools must provide

order to determine which other dis-

accommodate students.

transportation for students who are

tricts would be billed for the addi-

left homeless.

tional 50 percent portion.

“Students were happy to return

of all ages rode together.

to school, to see that their friends

All three affected districts passed

Because it was impossible to pre-

and teachers were okay, and to return

resolutions to develop a coordinated

dict when those who lost their homes

to a normal routine,” said Central

transportation plan, which called for

would be able to return to reside in

District 51 Superintendent Chad Alla-

disciplined bookkeeping and an ear-

Washington, the districts also extend-

man, who lost his own home in the

ly start to the day for many. They

ed the exemption provided for in the

tornado.

pooled extra buses and assigned each

McKinney-Vento Act for a year, allow-

Superintendent John Tignor of

district an area of responsibility for

ing the longer-term displaced stu-

Washington District 52, whose home

transporting displaced students. Dis-

dents to continue at their school as

was also destroyed, said that it was

trict 51 served the western region to

in-district residents.

SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

Ensuring students are taken care

distribute donations and charity to

for both the city and school districts.

of in the aftermath of such a disaster

affected students and families. With

Superintendent Allaman praised

is the first priority. But this disaster

hundreds of thousands of dollars

the efforts of the people who came to

also impacted staff and faculty. These

raised and families facing difficult cir-

help after the disaster. “We had won-

individuals have families and homes

cumstances, it was important to dis-

derful volunteer support when we

to attend to as well.

perse the needed funds and resources

called for a clean-up day for our facil-

in a fair and timely manner.

ities and grounds,” he said.

Washington High School created “disaster days” for employees, giv-

District 308 board member Tim

Tignor said one of the unex-

ing them additional flexibility in their

Custis said that dealing with the out-

pected problems his District 52 ran

schedules to attend to repairing or

pouring of support is something that

into was debris clean-up on their

rebuilding their homes. Only a few

people don’t think about until faced

sports fields. Volunteers played an

staff members took this leave time,

with this type of situation. “It is impor-

important role. “We had had limit-

so the total cost to the district was

tant to develop a process fairly quick-

ed success. Some equipment worked

under $1,000.

ly because you want to distribute

well, some did not. The best way to

Central District 51 had a similar

funds, materials and help to those in

really get it cleaned up was old-

program. The board of education,

need quickly and efficiently,” said

fashion labor,” he said.

including two members who lost their

Custis.

own homes, supported relaxed pro-

Joe Sander, assistant superin-

Washington’s experience include

cedures for additional paid leave for

tendent and business manager for

assigning someone to work with vol-

staff to attend to the repair or rebuild

District 308, described the distribu-

unteers, and to begin documenting

of their homes. The Central board

tion process.

the assistance volunteers provide

also approved $1,000 disaster relief

“The board set up a relief assis-

from the very beginning. Tracking

payments for teaching and non-cer-

tance grant program and created a

who is helping and how much time

tified staff whose homes were lost or

Tornado Grant Assistance Applica-

volunteers are contributing can be

damaged by the storm. A total of 21

tion to disperse the money. Then the

useful if the district is eligible for

staff members took advantage of the

funds were distributed in categories,”

federal assistance, because volun-

disaster relief payments at a cost of

Sander said.

teer hours can count toward match-

$21,000. The administrators declined

The first round of grants of just

ing funds.

under $1,000 was dispersed to all dis-

Documentation also proves to

The Washington districts also

placed students and staff on Dec. 20,

be important for insurance purpos-

discovered the need for a system to

2013. The second round of grants was

es. Before and after pictures are help-

distributed in the beginning months

ful assets when recording damage.

of 2014 to those who were impacted

Detailed records of school property

but not displaced. The district is in the

proved important in Washington’s

process of issuing a third round of funds

case. Because the majority of the tor-

that will likely be given in a similar

nado’s damage was to residential

manner as the first round.

homes, a significant amount of school

the payments.

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IASB Service Associates provide quality products and services for schools. Membership is by invitation only. A list of Service Associate firms is on the IASB website and in this Journal.

Other recommendations from

In addition to donations, volun-

property in students’ possession was

teer efforts also played an important

lost. Books, technology devices and

role in the recovery. Volunteers proved

even sports gear and equipment need-

very useful for clean-up responsibil-

ed to be replaced. Having quality

ities in the aftermath of the disaster.

records of those items increased the

The amount of debris scattered

chance of insurance coverage cov-

throughout the city of Washington

ering the lost property.

and the school grounds was over-

“Our school’s insurance did a

whelming, but the effort of volunteers

great job. We had approximately

was able to reduce the clean-up costs

continued on page 16

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

Impact: The most destructive tornadoes of Nov. 17, 2013 Pekin 10:52 a.m. Rating: EF2 with estimated winds up to 120 m.p.h. Track: This was the first tornado of the entire outbreak, striking Pekin at 10:52 a.m. Path was up to 100 yards wide, tornado tracked across the west and north sides of Pekin. Impact: 10 people injured.

Washington 10:59 a.m. Rating: EF4 with estimated peak winds up to 190 m.p.h. Track: Formed from the same parent cell as Pekin tornado and covered 46.2 miles over 48 minutes, from 10:59 a.m. near East Peoria to 11:47 a.m. near Long Point. Path width was up to onehalf mile. Impact: Three killed, 122 injured. A total of 633 homes, seven businesses and 2,500 vehicles were destroyed. An estimated 475 additional homes were damaged but not destroyed, while minor to significant damage was sustained by numerous other structures. Many trees and power lines were downed and power was out for days.

New Minden 12:04 p.m. Rating: EF4 west of New Minden in Washington County, with winds estimated at least 166 m.p.h. Track: With a path width of up to 200 yards, the tornado was on the ground for 10.6 miles over nine minutes from 12:04 p.m. southwest of New Minden to 12:13 p.m. near Hoyleton. Impact: Two killed, two injured. A small farm sustained a direct hit with only the foundation of the home remaining.

Coal City/Braidwood 12:22 p.m. Rating: EF2 in Coal City, with estimated winds up to 122 m.p.h. Track: Tornado moved 12.9 miles over 11 minutes from 12:22 p.m. near Coal City to 12:33 p.m. near Wilmington. Its path width was up to 200 yards. Impact: Three injuries. Significant property damage to farms, residences and to businesses near County Line Road and I-55.

As the map indicates, other areas were impacted by tornadoes on November 17. Weather officials officially reported at least 70 tornadoes in Illinois. Sources: NOAA, NCDC/NOAA, weather.com, NWS

Gifford 12:45 p.m.

Brookport 2:20 p.m.

Rating: EF3 with estimated peak winds at 140 m.p.h. Track: With a maximum path width of one-half mile, the storm tracked for 29.7 miles over 30 minutes from 12:45 p.m. near Thomasboro to 1:15 p.m. near Wellington. Impact: Six people injured. 30 homes were destroyed, more than 40 others received major damage, and another 125 had minor damage. 15 businesses sustained moderate to major damage and the roof of a school bus barn at Gifford CCSD 188 was moderately damaged. Hundreds of vehicles were damaged or destroyed, and many trees and power lines were downed as well.

Rating: EF3 with estimated maximum winds 145 m.p.h. Track: Tornado struck at 2:20 p.m. and travelled 11.5 miles in Illinois (42 miles total), beginning and ending in Kentucky and straddling the Ohio River. Maximum width was 500 yards. Impact: Three killed, two in Brookport and another in nearby Unionville. At least 13 people were injured in Illinois. Dozens of mobile homes were destroyed, many blown 100 feet or more. One site-built home was leveled and a school bus was tossed through the air. Emergency management officials reported 233 residences were damaged, from Brookport east to the Pope County line.

SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

$29,000 in claims,” said District 308’s

ing students in the event schools are

students, families and an entire com-

Sander. “We documented all of it,

destroyed or rendered uninhabitable.

munity will face. Having open lines

made a list and submitted it to our

School district officials should take

of communication and a working rela-

insurance. Insurance covered a lot

stock of space that is up to code, in

tionship among administrators, board

of the lost property that students had

close proximity to their district and

members, and city and township offi-

at their homes.”

available to house students on an

cials is critical toward ensuring a sta-

With policies in place to ensure

interim basis until temporary hous-

ble recovery.

the safety of students and staff when

ing can be installed. To that end, it is

“You can never be fully prepared

there is a threat of a natural disaster

equally important to have contin-

for a disaster like the November 17,

while school is in session, Washing-

gency plans in place to secure and

2013 tornado,” said Allaman.

ton school officials recommend con-

install temporary housing to educate

As Dunnan pointed out, “Deal-

sidering long-term impacts.

students while school buildings are

ing with a disaster like this is about

being repaired or rebuilt.”

the human side of things. It’s about

“Planning is important and it is critical to have detailed plans in place

Although none of the districts

helping families and getting people

in the event a disaster strikes when

reported policy changes in the wake

back on their feet. It gave people a

school is in session,” Allaman, of Dis-

of the tornado, what has become clear

chance to pause and reflect, and

trict 51, said. “The lesson that res-

in the months after the tragedy is the

reassess what’s important.”

onates long term is the importance

importance of being prepared and

of having a contingency plan for hous-

the ability to adapt to situations that

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THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

FEATURE ARTICLE

Checklist for tornado recovery efforts by Roger Alvey

s superintendents, we are trained

It is natural to be overwhelmed

dential areas. Situations require dif-

to prepare for events leading

physically, emotionally and psycho-

ferent thought processes and approach-

up to natural disasters. We develop

logically following a significant event.

es to recovery efforts. However, there

crisis plans, conduct mandated drills

For those who have never been through

are common themes. The following is

and make preparations to protect our

it, there is an initial feeling of shock

a list of things for school superinten-

students to be safe in the event that

and disbelief. It becomes even more

dents, and all school leaders, to con-

something of great magnitude occurs.

complicated when the event affects

sider in the wake of a tornado:

This preparation typically takes us

you, personally, in the loss of mate-

through the events leading up to the

rial possessions or perhaps your entire

Step 1 — Assessment

occurrence of a serious incident, such

dwelling, as evidenced by three of my

The first 48 hours

as a fire, flood, tornado, etc. But in

superintendent colleagues who lost

Law enforcement and government

the days, weeks, months and years

their homes in last November’s tor-

officials will take over at some point,

following a natural disaster, we tend

nado outbreak. Imagine the stress

usually in the first hour or two follow-

to be woefully unprepared to see long

placed on these individuals in attempt-

ing the event. Leading up to that

into the future and to anticipate what

ing to run school districts while simul-

takeover, school officials need to first

issues and obstacles that will face

taneously attempting to care for their

consider the extent of injuries and/or

us both personally and from an orga-

own families! It is extremely difficult

fatalities and then the damage to school

nizational standpoint.

to see any length of time into the

property by asking these questions:

In my own experience in having

future when the immediate concern

• Has the school been damaged?

dealt with a tornado in the Elmwood

is where you might find a place to live

If not, can it serve as a communi-

school district, and an unanticipated

and provide for your own family.

ty center or triage center?

superintendent of Elmwood CUSD 322 when that district was struck by an EF2 tornado in 2010.

flood more recently, it became evident

Every natural disaster is unique

• Does the community know they

that clearly-identifiable processes and

in its own right. Tornadoes, in partic-

have access to the school in the

procedures to follow in the days fol-

ular, are unpredictable in scope, loca-

event school officials are not reach-

lowing natural disasters and in the long

tion, strength, direction and time on

able? Communication can be dif-

term were simply not part of my admin-

the ground. Because of their unpre-

ficult or impossible.

istrative training and preparation. I strong-

dictable nature, recovering from such

• Are the buses usable? Are school

ly feel that having a working document

events becomes unique, each with its

bus drivers reachable? Can buses

or resource, as well as some amount of

own individual set of circumstances.

be used to transport both injured

professional development, would assist

The Elmwood tornado of four years

and non-injured to triage cen-

us in our efforts to recover and would be

ago, for example, decimated the busi-

ters, assuming roads are passable?

incredibly beneficial to our students, dis-

ness district. Recent tornadoes in the

• Are generators available and oper-

tricts and communities.

greater Peoria area destroyed resi-

able, to provide light and/or heat-

SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

Roger Alvey was

Now the superintendent of Illini Bluffs CUSD 327, Alvey began this piece in the immediate aftermath of the Washington tornado. Most of the Washington school administrators mention him by name and say this information has been a huge help in their transition and recovery effort.

ing and cooling (depending on the

Step 3 — Changing Mood

time of year)?

Day 3 to Day 7

the list of damaged items for insurance purposes as well as hours

• Has the district contacted insur-

During the first 48 hours, peo-

ance? Is someone taking pictures

ple are incredibly busy assisting each

worked by school personnel?

of damage? Is someone logging

other, and there is generally a feel-

• Can the district help with fundrais-

conversations and documents for

ing of esprit de corps. Donations pour

ing or collection of household goods

insurance purposes?

in from the outside, and many sto-

at the school?

• Is someone keeping track of hours

ries of heroism and self-sacrifice

• Has someone scheduled contrac-

worked by school personnel? This

emerge. Unfortunately, the mood

tors to address any facilities needs

can be used later for state or feder-

begins to change as homeowners are

due to damage?

al assistance (IEMA or FEMA), which

barred from their homes out of con-

could fill the gaps in coverage from

cern for safety, curfews are enforced,

Step 4 — Recovery

insurance, minus the deductible.

and the emotional high begins to wear

1 Week to 3 Months

• Is someone designated to handle

off. Homeowners are turned away,

Depending on the locality and

returning calls, texts and other

and in some instances, not even

severity of the worst damage, recov-

messages from people simply want-

allowed to re-enter their dwellings.

ery for a school district will quickly

ing to see how the school is doing

The mood shifts to a negative tone as

include considering answers to the

and to offer assistance?

people realize the severity and mag-

following questions:

• Can any part of the school be opened

nitude of the situation. Unless the

• Should the district waive lunch

to outside agencies and/or busi-

school has taken a direct hit, leaders

fees for affected families? If so,

nesses to temporarily relocate?

can formulate a plan to resume school

how long does that last?

• Do first responders have access to

in an effort to regain some amount

school resources (copy machines,

of normalcy:

fax machines, comp u t e r s ,

• Have arrangements been made for

restrooms, etc.), if needed?

counselors to be available for students traumatized by the event?

• Is someone continuing to update

• Are there going to be residency issues? Are neighboring districts understanding of the situation? • Has the school board amended the school calendar?

Step 2 — Communication

• Can district employees make it to work?

• Can the district resume practices?

The first 48 hours

• Are buses able to run routes, or

• Can the district resume games and

• Does the school have power? If not,

do routes need to be altered due to

activities, or would it be inappro-

what means of communication will

impassable roads or because of lack

priate to conduct activities in light

be used to reach parents?

of students due to destroyed homes?

of the situation?

• Are landline phones down? Are cell

• Can the district expand bus routes

During this time, once school

phones working? If voice data is

into neighboring districts to accom-

district needs are being appropriately

out, can school officials send texts?

modate parents that might have

addressed, district leaders can con-

• Is social media available?

relocated with friends and fami-

sider the extent they can offer com-

• Have regular community meetings

ly? How far outside the district

munity assistance. When homeowners

been scheduled in order to com-

can students reasonably be accom-

and business owners begin to dis-

municate with the general public?

modated? Will the district provide

cover the amount of red tape associ-

Remember, many affected home-

transportation even to students

ated with rebuilding efforts, local

owners have no contact with the

living in town, i.e. within 1.5 miles?

leaders from all community enti-

outside world via the media, and

• Should the district excuse students

ties can work together to ease the

are generally overwhelmed with

from school for a period of time

addressing their own needs.

after school resumes, recognizing

• When or if school can be resumed,

some are needed at their homes?

what activities need to be cancelled,

• Is it appropriate to allow the stu-

and for how long? How will can-

dent body to assist the communi-

cellations be communicated?

ty clean-up efforts?

transition to rebuilding. Step 5 — Rebuilding 3 months to 3 years As recovery continues, long-term rebuilding efforts will also be under-

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

way. Important long-term questions

ple, honor first responders and vol-

have a hard time reaching out for help,

for school leaders include:

unteers. Have media students assem-

personally or professionally.

• What will be the effect of the loss

ble a video, set to music, which shows

We need to emphasize to our col-

of property on the district’s assessed

before the disaster, the immediate

leagues in education that long-term

valuation and for how long?

aftermath, and during and after rebuild-

planning is critical for the success of

• How will enrollment be affected if

ing. Further documenting the cele-

the district and the community fol-

there is inadequate housing for

brations and reactions can be used for

lowing significant events. Likewise,

affected individuals?

positive public relations for school and

we need to lean on each other dur-

• What effect will reduced atten-

community. Consider promoting these

ing times of crisis and realize we have

dance have on General State Aid?

efforts in the media and writing a Gov-

a network of folks to rely on.

• What ramifications might there be,

ernor’s Hometown Award application

I certainly do not purport to be

relative to the IHSA participation,

in recognition of Herculean efforts as

an expert on recovery from natural

for students living outside of the dis-

a school and a community.

disasters, but I do realize that our

trict for an extended period of time?

Through every step of the process,

professional development is woeful-

• What is the projected loss of pop-

all school leaders should take care of

ly inadequate relative to events of

ulation and enrollment, due to

their own health and that of their fam-

this magnitude and its respective

businesses that have been shut-

ilies during the incredibly trying time

recovery effort. We are not alone at

tered resulting in the loss of jobs?

following a natural disaster. Consider

the top, and we can make strides to

• How does the district intend to

reaching out to a network of colleagues

assist our superintendents and admin-

handle residency issues the year

for both professional input and for

istrators to not only survive epic

after the disaster (assuming stu-

mental health. Superintendents are a

events, but thrive in the process.

dents finish the school year in

proud group of professionals; most

which the disaster happened) when houses are not complete? • Is there a possibility that TIF dollars may be used in rebuilding efforts? If so, what effects will that have on district revenue? Can the district negotiate a term shorter than the traditional 23 years? • How will the building season be a

Working together ... better

Self-Evaluation is a key step toward a better board.

factor? Disasters in spring and summer provide for a lengthier building season. Disasters occurring in the fall and could mean an extra year of redevelopment. • Is the district eligible for FEMA dollars? If so, does the district have adequate documentation to support the application? Rebuilding efforts will eventually include celebrating successfully dealing with nature’s adversity. Recognizing that there is a mutually symbiotic relationship between school and community, develop a plan to cel-

Board members say: • Good chance to build some teamwork. • Allowed everyone to express their thoughts. • Agreeing to do things differently (we were in a rut of repeating the same patterns over and over). Benefits include: • More effective leadership for the district • Improved teamwork • Successful board meetings Contact your IASB field services director to begin planning your next board self-evaluation workshop. Springfield - 217/528-9688 Lombard - 630/629-3776

Field Services

ebrate successful recovery. For examSEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

FEATURE ARTICLE

Safety plans start with vulnerability assessments by Gary Adkins

The author, Gary Adkins, is IASB director/editorial services and editor of Illinois School Board Newsbulletin.

chool buildings with the poten-

identify the interior areas of a school

have identified a moderate risk or

tial to be in the path of a tor-

that can serve as the best possible

higher, a community safe room may

refuge from extreme wind events.

be considered.

nado — that is, all school buildings in Illinois — should be assessed for

The next step in a vulnerability

When schools have completed a

potential vulnerabilities to wind dam-

assessment is to identify the at-risk

vulnerability assessment, FEMA says,

age to property and people, and once

population. The Federal Emergency

it’s time to plan. For most schools

assessed, shelter areas need to be

Management Agency (FEMA) describes

right now the best available shelter

implemented.

this group as “those people who are

area needs to be determined. If school

Such an assessment can be done

unable to evacuate ahead of a storm

districts are going to build a safe room,

in two stages. The first is a general

for any reason.” In a school, experts

FEMA document P-361 should be the

survey of the school campus to iden-

suggest, that would be everyone on

guide as it provides specifications for

tify those buildings, or parts of a build-

campus. Identifying this popula-

such a room. If schools wish to iden-

ing, that would be at greatest risk of

tion is necessary for doing a proper

tify the best possible shelter avail-

serious damage or collapse during an

risk assessment as this determines

able currently, they need to calculate

extreme wind event. Building codes

potential losses as a result of storm

the square footage of the area need-

are not designed to ensure that schools

damage. It is also necessary so

ed for such a shelter, and subtract

withstand the kinds of winds even

administrators can make sure ahead

any unusable space, such as furni-

the most modest tornado can muster.

of time that everyone at risk has a

ture, columns, equipment, partitions

The standard is to build schools to

place to go and can likely get there

and anything that would interfere

resist 90-mph, straight-line winds.

in a timely manner.

with someone using that part of the

The weakest EF1 tornadoes can sus-

After identifying the population

floor. This determines the usable

tain gusts of up to 110 mph, and their

at risk, according to FEMA, it’s time

space in that area, according to FEMA.

rotational winds put more pressure

to conduct a risk analysis, the final

From such a calculation, school

on buildings than a straight-line wind

step of the vulnerability assessment.

leaders can calculate how many peo-

of the same speed, Iowa State Uni-

FEMA describes this as, “The poten-

ple can be safely sheltered there. Plan-

versity engineer Partha Sarkar told

tial losses determined on the basis of

ners need to know the maximum

Live Science in 2013.

the vulnerability of a building and its

number of people in each building.

“The buildings are simply not

occupants to damage and resultant

Take this number and multiply it by

designed to withstand that level of

death and injury of an extreme wind

five. For each person in a wheel chair,

wind,” Sarkar said.

event of a certain magnitude are com-

multiply by 10. The resulting num-

The second stage of a building

pared with the probability of occur-

ber, FEMA says, is the square footage

vulnerability assessment needs to be

rence of such an event at that location.”

needed to shelter everyone.

performed by a well-qualified and

There are three general risk lev-

For example, if a school has 560

experienced professional who can

els: low, medium and high. If leaders

students, 75 staff members and three

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

students in wheelchairs, the FEMA

will likely fail, and students would

fatalities from wind-borne debris,

equation is:

then be subjected to wind-borne debris.

according to Steve Satterly, direc-

(635 x 5) + (3 x 10) = 3,205

However, a review of the research has

tor of school safety and transporta-

square feet of shelter space needed.

not shown a significant number of

tion at the CSC Southern Hancock

Generally the people who are being sheltered will be sitting on the floor in the traditional “duck and cover” position facing the wall. As part of the planning, schools should

ILLINOIS ASSOCIATION OF SCHOOL BOARDS

take into account that FEMA considers two hours as the maximum time of occupancy. After that amount of time, people can leave the shelter to head elsewhere, provided the storm has moved on, depending on any damage.

EXECUTIVE

SEARCHES

Roof span is an important consideration when placing a shelter area. Span refers to the length of the beams that support the roof. Also important is the direction of the beams. The tremendous stresses created by a tornado can quickly overwhelm the ability of a roof beam to support its share of the weight of the roof, and to help provide structural integrity for the walls. The maximum roof span is 25 feet. Any length beyond that risks increasing the probability of roof and/or wall failure during an extremewind event. Long hallways are still viable, as usually roof beams are perpendicular to the hallway. That being said, it is best to check by taking a look at the blueprints for the school. The use of hallways during an extreme-wind event has been debated extensively, especially after the Joplin, Mo. tornado in May, 2011.

The Gold Standard of Executive Searches • Gold has enduring value. Just as gold has stood the test of time for having lasting value so has the Illinois Association of School Boards Executive Searches. • We have been assisting school boards with quality superintendent searches for over 50 years. • Our current team of search specialists has over 70 years combined experience working with over 500 different Illinois Boards of Education. • Costs to your district — our price structure is the pacesetter in Illinois with no hidden costs for expenses that surface when you get the final total. • Go with the most experienced team, who has worked with the largest spectrum of districts all over Illinois, for the greatest value.

Video footage showed wind-blown debris speeding through the hall-

Go with the gold standard.

ways, creating fears that students sheltering in those hallways could be injured or killed by the debris. It is true that hallways that open to the outside should be the last place

FOR INFORMATION CONTACT: 2921 Baker Drive Springfield, IL 62703 217/528-9688, ext. 1217

One Imperial Place 1 East 22nd Street, Suite 20 Lombard, IL 60148 630/629-3776, ext. 1217

www.iasb.com/ executive

used because the doors to the outside SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

County in Indiana. He was a survivor

but remember that many students

a communications device other than

of an EF3 tornado on Sept. 20, 2002,

with special needs do not react well

a landline phone. After a tornado, cell

and has since spent considerable time

to change, and an extreme-wind event

phone coverage may be spotty, although

researching school safety topics includ-

will create major changes.

SMS text messages will often work even if cell phone calls will not.

ing school tornado preparedness mea-

Schools also need emergency

sures. Satterly says he has found the

equipment for shelter areas. FEMA

School administrators need to

vast majority of fatalities in an extreme-

recommends one flashlight (with

develop a professional relationship

wind event come from students being

continuously charging batteries) per

with their local emergency manage-

buried under collapsed walls and roof-

10 occupants, as well as a first aid kit.

ment agency director. This relation-

ing material.

They also recommend a NOAA

ship will provide a means for the EMA

He suggests following the “2-Wall

weather radio (with batteries), and

director to send schools warnings of

Rule” when selecting a best possible

a radio (with batteries) that can pick

severe weather. Emergency managers

shelter area at school, making sure that

up commercial stations. An extra sup-

can also serve as a resource for a school

there are a minimum of two walls between

ply of batteries is recommended, as

vulnerability assessment.

the shelter area and the outside.

well as a device that will create a pierc-

Assessment materials are pro-

Students with special needs

ing sound without a power source

vided by FEMA to assist in assess-

should be factored into school plan-

(such as an air horn), to be used to sig-

ment at http://www.training.fema.gov/

ning. Not only do schools need more

nal rescue workers if people get trapped

EMIWeb/emischool/EL361Toolkit/

space for wheelchair-bound students,

in the shelter. Schools also should have

SiteIndex.htm.

Disaster plan resources A host of resources is available to assist school districts prepare disaster plans, including the Illinois Association of School Boards and the Illinois State Board of Education.

policy services staff at lbremer@iasb.com.) The PRESS materials also reference the Illinois State

PRESS, the Policy Reference Education Subscrip-

Board of Education’s online information, located at:

tion Service offered by IASB, offers sample policies and

http://www.isbe.net/safety/guide.htm. The site includes

procedures. PRESS recently updated materials on school

an annual review checklist, compliance information,

safety, including directing annual safety reviews. In 4:170-

drill scheduling and documentation information. Dis-

AP1 of the Administrative Procedures regarding com-

tricts can also download a FEMA guide for developing

prehensive safety and security plans, the annual safety

school emergency plans at: http://www.isbe.net/

review is addressed this way:

safety/pdf/REMS-K-12-Guide-508.pdf, while a sample

The District Safety Coordinator facilitates the annual

school emergency operations plan can be located at:

safety review meeting conducted by the School Board or

http://www.isbe.net/safety/pdf/sample-sseop1113.pdf.

its designee, as required by 105 ILCS 128/25 and 128/30. During the annual safety review, the law requires the School Board or its designee to “review each school building’s emergency and crisis response plans, protocols,

ISBE also offers a15-minute tornado preparedness video presentation, showing the need for schools to reconsider their tornado shelter areas in hallways that have

and procedures and each building’s compliance with the

exits to the outside. This video can be found at:

school safety drill programs.” If the school board uses a

http://www.gallagherpost.com/cflms/f/modules/

designee, it should preferably be someone other than the

Tornado%20Preparedness%20IL%20Schools/player.html.

District Safety Coordinator to assure an unbiased audit.

The video includes a security surveillance camera video

The District Safety Coordinator assists the Board or its

from the Joplin, Missouri, school that was hit by a torna-

designee to comply with annual review requirements,

do on May 22, 2011, as well as further resources for Illinois

including without limitation, the completion of a report certifying that the review took place.

(For more information about PRESS, email the IASB

school boards.

— by Theresa Kelly Gegen THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

FEATURE ARTICLE

Ten do’s for effective board meetings by Kara Coglianese

ne of the most important and

Always come prepared. Make

too many agenda items and/or dis-

time-consuming jobs that

sure that all board members read the

cussions that may not be related to

school board members have is to exe-

board reports before the meeting, so

true governance. These items should

cute school governance through the

that questions or concerns they have

be reviewed for relevance.

monthly school board meeting. Expe-

may be addressed by the adminis-

rienced school board members under-

tration ahead of time.

Manage discussion items. When items appear on the agenda that require

stand the importance of running a

Create a welcoming environment

discussion, the board president should

“good” meeting. Many have proba-

for each meeting. Make everyone who

ask if there is a motion to limit the

bly agonized through a few bad ones

is attending the meeting feel welcome

discussion to 30 minutes. Such a

to know how to best avoid them. Here

and valued. Personally greet and

motion requires two-thirds vote. Dur-

are 10 top “do’s” that school board

acknowledge all members of the audi-

ing this discussion, it is important to

members should remember:

ence. Take the opportunity to pass

prevent repetition by several mem-

Have a good agenda. Having a

along a word of appreciation to any

bers, and to look for new speakers on

well-organized and prepared agen-

district or staff member present to

the topic. This prevents one member

da that focuses on school governance

let them know how much the board

from controlling the floor.

is essential. The board president and

appreciates their work.

is currently the superintendent of St. George School District 258, located in Bourbonnais.

Encourage equal participation.

superintendent should work collab-

Have district policies and hand-

Discussion items can sometimes be

oratively to plan and set the agenda.

books readily available. During board

monopolized by one or two speak-

Utilize a well-constructed con-

meetings, always have a copy of dis-

ers. There are several parliamentary

sent agenda. A consent agenda groups

trict policies and handbooks at hand

procedures that can be used to address

the routine, procedural, and infor-

in case questions arise.

this. For example, no one speaker

mational or self-explanatory non-

Stay focused. It is important to

should speak for a second time when

controversial items together in order

stay focused on the agenda in order

there are members who wish to speak

to streamline the full agenda. Items

to effectively and efficiently complete

for a first time. “Is there anyone who

to include in a consent agenda are:

the agenda items. Too often, a board

wishes to speak? Sarah, do you have

minutes from a previous meeting,

can get off-track if conversations are

an opinion on this?” Once a person

informational items, monthly and

allowed to begin about personal agen-

has spoken twice to a motion, then

quarterly reports, committee and

da items or stories. If an item needs

he or she is finished with that motion.

staff reports, appointments requir-

additional discussion to continue,

This should be established as a stan-

ing board confirmation, approval of

tabling it to the next meeting is an

dard operating procedure with each

contracts that fall within the organi-

option. An effective school board

new board.

zation’s policy guidelines, dates of

meeting should typically not run past

Conduct frequent board assess-

future meetings, etc.

two hours. If it does, there are either

ments. A board should have in place

SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

Kara Coglianese

a system to continually monitor, assess

ings to gather insight to the overall

and their conduct as a whole. Based

and hold each other accountable. The

effectiveness of the meeting. The sur-

on the data, goals for improvement

board president should periodically

vey provides the board with the oppor-

can be determined. This too, should

give a quick survey after board meet-

tunity to reflect and assess themselves

be a standard operating procedure. Adhere to board governance. The role of the school board is to: 1) Clarify the district purpose 2) Connect with the community 3) Employ the superintendent

Policy Services

4) Delegate authority 5) Monitor district performance 6) Take responsibility for itself The board agenda and discussions should reflect on at least one of these areas. It is important for a board to not get caught up into micromanaging other areas of the district that should be left to the administration. Doing so can confuse the role of the board and administration. Often times, the community becomes

Custom, in-district services and workshops to assist your board with all aspects of its policymaking role:

unclear about whom to voice concerns, which can create confusion or mistrust among stakeholders. Overall, school governance conducted through effective and efficient

DEVELOPMENT – Policies that provide for good board processes, a strong board-superintendent relationship, appropriate direction and delegation to the superintendent, and district ends.

monthly meetings is essential to keep-

UPDATING – Policies that are current with legal requirements and provide for effective board governance.

this important work.

REVIEW – A process that assures board policy continues to accurately support the board’s mission, vision and goals. MONITORING – A process that assures board policy is being followed and is having the intended effect. COMMUNICATING – A process that allows easy access to current board policy by the board, staff, students, parents and the community.

ing the work of school districts moving forward. Practicing these ten simple “do’s” is a way to accomplish

References BoardSource (2006). “The Consent Agenda: A Tool for Improving Governance,” http://boardsource.org/ dl.asp?document_id=484. Carver, J. (2006). Boards that Make a Difference: A New Design for Leadership in Nonprofit and Public Organizations. Jossey-Bass Publishers, San Francisco, CA.

If your board needs assistance in any of these areas, contact IASB Policy Services today! 630/629-3776 or 217/528-9688 Ext. 1214 or 1125 bzumpf@iasb.com or alovern@iasb.com

Illinois School Board Associations (2011). Coming to Order: A Guide to Successful School Board Meetings.

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

F E A T UMRI EL EASRT TOI N C EL S E

Milestones Achievements Bob Colvin, a

and local manufacturers to develop

isic-Tripp Junior High School, and

partner in Francis

job training programs to meet local

she finished her career as Aptakisic-

Associates, a civil

industry needs. With the local school

Tripp School District 102’s assistant

engineering firm in

districts, he has provided a major role

superintendent for curriculum and

Paris,

instruction before retiring in 2006.

recently

for the location, design and construction

received the 2014

of the new Paris Cooperative High

Lifetime Achievement Award from

School set to open in the fall of 2015.

Les Raff was one of two former

the East Central Illinois Development

Stevenson

High

Corporation. Colvin previously served

Diane Holder

on the Crestwood School Board for

was one of two for-

School District 125

12 years.

mer Stevenson High

board members hon-

The award honors the East Cen-

School District 125

ored by the current

tral Illinois region’s most influential

board members hon-

trustees with a Heritage Award on

community and economic develop-

ored by the current

May 19. He served on the board from

ment leaders and most committed

trustees on May 19 with a Heritage

1995 to 2011 and was president from

volunteers. In expressing his appre-

Award. The Heritage Award is given

2000 to 2007. He had served as vice

ciation for the recognition, Colvin

annually to individuals who have made

president prior to succeeding Merv

emphasized that he is fortunate to

a significant impact on Adlai E. Steven-

Roberts as president. He was elect-

be part of a dedicated team effort

son High School. Since its inception

ed in November 1995 to the seat for-

involving local government, educa-

in 1985, Heritage Award recipients

merly held by William Gehl. Raff

tion, business and industry, and

have included former faculty and staff,

successfully faced a number of chal-

the state, all cooperating to improve

community members, and alumni.

lenges as president, including the

the economy and the lives of citizens

A former teacher, Holder is the

2002 tax-rate referendum, the retire-

of Paris and Edgar County. Colvin

third-longest serving board member

ments of two superintendents and

was described by his nominators as

in the district’s 43-year history, behind

the hiring of their replacements

a selfless leader who has worked dili-

current board members Terry Moons

(including the current superinten-

gently with state and local govern-

and Merv Roberts, a former IASB

dent), and dealing with various issues

ment officials and school and business

Director. Holder served for 25 years,

related to the school reaching its peak

leaders to make Edgar County a bet-

from 1983 to 2008, and was vice pres-

enrollment in 2005.

ter place to live and work.

ident of the board for from 2000 to

The Heritage Award is given

He is currently serving as the pres-

2007. She was elected to the District

annually to individuals who have

ident of the Paris Economic Devel-

125 Board of Education in 1983 and

made a significant impact on Adlai

opment Corporation (PEDCO) and

re-elected six times. She also spent

E. Stevenson High School. Since

has been a part of that volunteer orga-

three years, from 1978 to 1981, on

its inception in 1985, Heritage Award

nization since 1991. At present he is

the District 96 Board of Education.

recipients have included former fac-

part of an effort to bridge the gap

Holder rose through the teaching

ulty and staff, community members,

between the local schools, a college

ranks to become principal of Aptak-

and alumni.

SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

In memoriam Steve Allen, 69, died July 30,

administrator and teacher with the

1993 to 2014 and was board presi-

2014. He was a member of the

Venice, Granite City and Collinsville

dent. Mann was an IASB Three Rivers

Pecatonica School Board from 1980

School Districts.

Division officer.

Alfred A. “Al” DeCap, 87, died

Leonard Loid Martin, 90, died

Donald F. Bode, 81, died June

July 10, 2014. He formerly served as

July 12, 2014. He formerly served for

28, 2014. He was a former Saunemin

a member of Riverdale CUSD 100

several terms on the LaMoille school

school board member.

Board of Education for 10 years.

board.

to 1984.

William D. “Bill” Burns, 72, died

Michael M. Duffy, 68, died June

H. Wayne Mullen, 74, died July

June 30, 2014. He was a member of

20, 2014. He was the superintendent

5, 2014. He previously was a mem-

the Gillespie school board from 1978

of Durand CUSD 322.

ber of the Litchfield school board.

to 1993.

Ralph R.E. Ellett, 88, died June

Thomas A. Pruser, 54, died

Dean Buzzard, 46, died July 11,

18, 2014. Ellett formerly served six

June 26, 2014. He was a former mem-

2014. At the time of his death he was

years on the Pleasant Valley school

ber of the Clinton CUSD 15 Board of

a member of the St. Elmo CUSD 202

board.

Education.

Robert Green, 85, of Du Quoin,

Danny L. Rademaker, 75, died

Marie Caauwe, 90, died June 15,

died on July 25, 2014. He had been

June 14, 2014. He previously was a

2014. She was a former member of

the track superintendent for 34 years

member of the Delavan school board.

the Evergreen Park CHSD 231 Board

at the Du Quoin State Fairgrounds

Luann Kaye Stemler, 60, died

of Education.

and was also a Du Quoin High School

June 5, 2014. She formerly served as

board member.

a Maroa-Forsyth school board mem-

Board of Education.

Wanda Campbell, 86, died July

ber, with most of her term spent as

30, 2014. Seeing the need in the school

Leonard R. Haas, 93, died June

system of offering an education to

15, 2014. He previously served on the

those children with a disability and

El Paso School Board for eight years.

Bruce Alvin Wieneke, 88, died

knowing a mandate was forthcoming

Joseph Carl “Joe” Hageman, 89,

May 31, 2014. He began his teaching

from the State of Illinois, she ran for

died July 4, 2014. He previously served

career in Kincaid High School

the Unit 5 School Board in 1972 and

on the school boards for both Fair-

teaching science in 1950. He later

was the first woman to be elected

mount Elementary School and Jamaica

served the Pana school district as

to the board. She held the position

Consolidated Schools.

principal, assistant superintendent

for over nine years. Because of her

Dean Healy, 71, died July 25,

foresight,

2014. He was a former member of the

Brownsville School for special needs

Norris City-Omaha-Enfield CUSD 3

children was established.

Board of Education.

determination

and

board president.

and retired from his duties as superintendent in 1988. George H. Wirth, 90, died June 24, 2014. A native of New Athens,

Richard Canada, 78, died July

David E. Jones, 74, died June 16,

he served two

29, 2014. He was a member of the

2014. He taught two years in the Rock-

years as IASB

Rankin School Board for many years

ford School District in the 1960s, and

President, from

Philip N. Crusius, 57, died June

served on the Pecatonica School Board

1970 to 1971, and

during the mid-1970s.

later as secretary-

3, 2014. He was a sitting member of the Arlington Heights District 25

Richard Mann, 71, died June 25,

treasurer for the

Board of Education, a position he had

2014. He was a member of the St.

National School

held since 2009.

George School Board from 1983 to

Boards Association, from 1974 to 1976.

Donald L. Davinroy, 73, died

1993 and was president for five years.

He served on the former New Athens

July 22, 2014. He was a former

He was also a member of the Bradley-

High School board of education from

Collinsville CUSD 10 board member.

Bourbonnais Community High School

1951 to 1954, and then on the New

He was also a retired vocational

District 307 Board of Education from

Athens CUSD 60 board from 1954 continued on page 28

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

A Directory of your

IASB Service Associates IASB Service Associates are businesses which offer school-related products and services and which have earned favorable reputations for quality and integrity. Only after screening by the Service Associates Executive Committee is a business firm invited by the IASB Board of Directors to become a Service Associate.

DLA ARCHITECTS, LTD. — Architects specializing in preK-12 educational design, including a full range of architectural services; assessments, planning, feasibility studies, new construction, additions, remodeling, O&M and owner's rep services. Itasca - 847/7424063; website: www.dla-ltd.com; email: info@dlaltd.com ERIKSSON ENGINEERING ASSOCIATES, LTD. — Consulting civil engineers and planners. Grayslake 847/223-4804 FANNING/HOWEY ASSOCIATES, INC. — School planning and design with a focus on K-12 schools. Park Ridge - 847/292-1039 FGM ARCHITECTS ENGINEERS, INC. — Architects. Oak Brook - 630/574-8300; Peoria - 309/669-0012; Mt. Vernon - 618/242-5620; O’Fallon - 618/624-3364; website: www.fgm-inc.com GREENASSOCIATES, INC. — Architecture/construction services. Deerfield - 847/317-0852, Pewaukee, WI - 262/746-1254; website: www.greenassociates. com; email: greig@greenassociates.com

Appraisal Services INDUSTRIAL APPRAISAL COMPANY — Insurance appraisals, property control reports. Oakwood Terrace - 630/827-0280

Architects/Engineers ALLIED DESIGN CONSULTANTS, INC. — Architectural programming, site planning & design, architectural and interior design, and construction administration. Springfield - 217/522-3355 ARCON ASSOCIATES, INC. — Full service firm specializing in educational facilities with services that include architecture, construction management, roof and masonry consulting, landscape architecture and environmental consulting. Lombard - 630/495-1900; website: www.arconassoc.com; email: smchassee@arconassoc.com BAYSINGER DESIGN GROUP, INC. — Architectural design services. Marion - 618/998-8015 BERG ENGINEERING CONSULTANTS, LTD. — Consulting engineers. Schaumburg - 847/352-4500; website: www.berg-eng.com

HEALY, BENDER & ASSOCIATES, INC. — Architects/Planners. Naperville, 630/904-4300; website: www.healybender.com; email: dhealy@healybender. com HYA EXECUTIVE SEARCH, A DIVISION OF ECRA GROUP, INC. - Superintendent searches, board and superintendent workshops. Rosemont - 847/3180072 IMAGE ARCHITECTS, INC. — Architects. Carbondale - 618/457-2128 JH2B ARCHITECTS — Architects. Kankakee - 815/ 933-5529; website: www.JH2B.com KLUBER ARCHITECTS + ENGINEERS — Building design professionals specializing in architecture, mechanical, electrical, plumbing, structural, and fire protection engineers. Batavia - 630/406-1213 LEGAT ARCHITECTS, INC. — Architectural and Educational planners who specialize in creating effective student learning environments. Chicago 312/258-1555; Oak Brook - 630/990-3535; Crystal Lake - 815/477-4545

BLDD ARCHITECTS, INC. — Architectural and engineering services for schools. Decatur - 217/4295105; Champaign - 217/356-9606; Bloomington 309/828-5025; Chicago - 312/829-1987

LARSON & DARBY GROUP — Architecture, Engineering, Interior Design & Technology. Rockford - 815/484-0739, St. Charles - 630/444-2112; website: www.larsondarby.com; email: snelson@ larsondarby. com

BRADLEY & BRADLEY — Architects, engineers and asbestos consultants. Rockford - 815/968-9631; website: www.bradleyandbradley.net/

MELOTTE-MORSE-LEONATTI, LTD — Architectural, industrial, hygiene and environmental service. Springfield - 217/789-9515

CANNON DESIGN — Architects. Chicago - 312/9608034; website: www.cannondesign.com; email: sbrodsky@cannondesign.com

PCM+D — Provide a full range of architectural services including facility and feasibility studies, architectural design construction, consulting and related services. East Peoria - 309/694-5012

CM ENGINEERING, INC. — Specializing in ultra efficient geo-exchange HVAC engineering solutions for schools, universities and commercial facilities. Columbia, MO - 573/874-9455; website: www. cmeng.com CORDOGAN CLARK & ASSOCIATES — Architects and engineers; Aurora - 630/896-4678; website: www.cordoganclark.com; email: rmont@cordogan clark.com DESIGN ARCHITECTS, INC. — Architecture, engineering, planning and interior design. Hillsboro 217/532-3959, East St. Louis - 618/398-0890, Marion - 618/998-0075, Springfield - 217/787-1199; email: rmitchell@hurst-rosche.com DEWBERRY ARCHITECTS INC. — Architects, planners, landscape architecture and engineers. Peoria 309/282-8000; Chicago - 312/660-8800; Elgin 847/695-5480; website: www.dewberry.com

PERKINS+WILL — Architects; Chicago - 312/755-0770 RICHARD L. JOHNSON ASSOCIATES, INC. — Architecture, educational planning. Rockford 815/398-1231 RUCKPATE ARCHITECTURE — Architects, engineers, interior design. Barrington - 847/381-2946; website: www.ruckpate.com; email: info@ruck pate.com

WIGHT & COMPANY — An integrated services firm with solutions for the built environment. Darien 630/696-7000; website: www.wightco.com; email: bpaulsen@wightco.com WM. B. ITTNER, INC. — Full service architectural firm serving the educational community since 1899. Fairview Heights - 618/624-2080 WRIGHT & ASSOCIATES, INC. — Architecture and construction management. Metamora - 309/367-2924

Building Construction CORE CONSTRUCTION — Professional construction management, design-build and general contracting services. Morton - 309/266-9768; website: www. COREconstruct.com FREDERICK QUINN CORPORATION — Construction management and general contracting. Addison 630/628-8500; website: www.fquinncorp.com HOLLAND CONSTRUCTION SERVICES, INC. — Full service Construction Management and General Contracting firm specializing in education facilities. Swansea - 618/277-8870 MANGIERI COMPANIES, INC. — Construction management and general contractor capabilities. Peoria 309/688-6845 POETTKER CONSTRUCTION — Construction management, design/build and general contracting services. Hillsboro - 217/532-2507 S.M. WILSON & CO. — Provides construction management and general construction services to education, healthcare, commercial, retail and industrial clients. St. Louis, MO - 314/645-9595 THE GEORGE SOLLITT CONSTRUCTION COMPANY — Full-service construction management general contractor with a primary focus on educational facilities. Wood Dale - 630/860-7333; website: www.sollitt.com; email: info@sollitt.com TRANE — HVAC company specializing in design, build, and retrofit. Willowbrook - 630/734-6033

Computer Software SOFTWARE TECHNOLOGY, INC. — Administrative Software. Tremont - 888/776-3897; website: www.stik12.com; email: sales@sti-k12.com

Environmental Services ALPHA CONTROLS & SERVICES, LLC — Facility Management Systems, Automatic Temperature Controls, Access Control Systems, Energy Saving Solutions; Sales, Engineering, Installation, Commissioning and Service. Rockford, Springfield, Champaign: toll-free 866-ALPHA-01 (866-252-4201); website: www.alphaACS.com; email: info@alphaacs. com CHEVRON ENERGY SOLUTIONS COMPANY — Specializing in eliminating risks and burdens of facilities modernization by providing turnkey guaranteed long term solutions without the need for a tax increase or voted referendum. Oakbrook - 312/4987792; email: sharon@chevron.com

SARTI ARCHITECTURAL GROUP, INC. — Architecture, engineering, life safety consulting, interior design and asbestos consultants. Springfield - 217/585-9111

CTS-CONTROL TECHNOLOGY & SOLUTIONS — Performance contracting, facility improvements and energy conservation projects. St. Louis, MO 636/230-0843; Chicago - 773/633-0691; website: www.thectsgroup.com; email: rbennett@thectsgroup. com

STR PARTNERS — Architectural, interior design, planning, cost estimating and building enclosure/ roofing consulting. Chicago - 312/464-1444

ENERGY SYSTEMS GROUP — A comprehensive energy services and performance contracting company providing energy, facility and financial solutions.

SEPTEMBER-OCTOBER 2014 / THE ILLINOIS SCHOOL BOARD JOURNAL

229 9

Milestones continued from page 28

DIVISION MEETINGS

to 1976, holding the position of board president for a number of years.

Invest one evening, gain benefits throughout the year for yourself, your school board, and your district.

He was a highly respected figure in the education community, with numerous individuals seeking his

Field Services

advice and guidance. “George Wirth epitomized the

Attend an IASB division meeting at a location near you! Division meetings provide opportunities for networking, professional development, peer recognition, participation in Association governance and learning about IASB resources.

best in school board governance,” said former IASB Executive Director Hal Seamon. “He provided visionary and inspirational leadership for his local school board, the Illinois Association of School Boards, and the National School Boards Association.

Mark your calendars now! Visit the IASB website for a complete list of events and locations: www.iasb.com/calendar/

GRP MECHANICAL CO. INC. — Performance contracting, basic and comprehensive building renovations with a focus on energy and mechanical maintenance services. Bethalto - 618/779-0050

EHLERS & ASSOCIATES — School bond issues; referendum help; financial and enrollment studies. Lisle - 630/271-3330; website: www.ehlers-inc.com; email: slarson@ehlers-inc.com

HONEYWELL, INC. — Controls, maintenance, energy management, performance contracting and security. St. Louis, Mo - 314-548-4136; Arlington Heights 847/391-3133; email: janet.rivera@honeywell.com

FIRST MIDSTATE, INC. — Bond issue consultants. Bloomington - 309/829-3311; email: paul@first midstate.com

IDEAL ENVIRONMENTAL ENGINEERING, INC. — Asbestos and environmental services. Bloomington 309/828-4259

GORENZ AND ASSOCIATES, LTD. — Auditing and financial consulting. Peoria - 309/685-7621; website: www.gorenzcpa.com; email: tcustis@gorenz cpa.com

OCCUPATIONAL ENVIRONMENTAL HEALTH SOLUTIONS, INC. (OEHS) — Industrial hygiene consulting specializing in indoor air quality, asbestos, lead paint, radon, microbiological evaluations and ergonomics. Chatham - 217/483-9296 RADON DETECTION SPECIALISTS — Commercial radon surveys. Burr Ridge - 800/244-4242; website: www.radondetection.net; email: kirstenschmidt@ radonresults.com SECURITY ALARM SYSTEMS — Burglar and fire alarms, video camera systems, door access systems, door locking systems, and alarm monitoring. Salem 618/548-5768

Financial Services

HUTCHINSON, SHOCKEY, ERLEY & COMPANY — Debt issuance, referendum planning, financial assistance. Chicago - 312/443-1566; website: www.hsemuni.com; email: rbergland@hsemuni.com; rcoyne @hsemuni.com KINGS FINANCIAL CONSULTING, INC. — Municipal bond financial advisory service including all types of school bonds; school referenda, county school sales tax; tax revenue forecasts/projections. Monitcello 217/762-4578 MATHIESON, MOYSKI, AUSTIN & CO., LLP — Provides audit, consulting and other related financial services to Illinois school districts, joint agreements and risk pools. Wheaton - 630/653-1616

BERNARDI SECURITIES, INC. — Public finance consulting, bond issue services and referendum support. Fairview Heights - 618/206-4180; Chicago 312/281-2014

ROBERT W. BAIRD & CO., INC. — Financial consulting; debt issuance; referendum assistance. St. Charles - 630/584-4994; website: www. rwbaird.com; email: whepworth@rwbaird.com; garndt@rwbaird.com

BMO CAPITAL MARKETS/GKST, Inc. — Full service broker/dealer specializing in debt securities, including municipal bonds, U.S. Treasury debt, agencies, and mortgage-backed securities. Chicago - 312/4412601; website: www.bmo.com/industry/uspublicfinance/default.aspx; email: jamie.rachlin@bmo.com

SPEER FINANCIAL, INC. — Financial planning and bond issue services. Chicago - 312/346-3700; website: www.speerfinancial.com; email: dphillips@ speerfinancial.com

“Above all, he was a true gentleman in the best sense of the word. It was a privilege to have worked with him.”

STIFEL, NICOLAUS & COMPANY, INC. — Full service securities firm providing investment banking and advisory services including strategic financial planning; bond underwriting; and referendum and legislative assistance - Edwardsville - 800/230-5151; email: noblea@stifel.com WILLIAM BLAIR & COMPANY — Bond issuance, financial advisory services. Chicago - 312/3648955; email: ehennessy@williamblair.com WINTRUST FINANCIAL — Financial services holding company engaging in community banking, wealth management, commercial insurance premium financing, and mortgage origination. Willowbrook - 630/560-2120

Human Resource Consulting BUSHUE HUMAN RESOURCES, INC. — Human resource, safety and risk management, insurance consulting. Effingham - 217/342-3042; website: www.bushuehr.com; email: steve@bushuehr. com

Insurance THE SANDNER GROUP CLAIMS MANAGEMENT, INC. — Third party administrator for worker's comp and insurance claims. Chicago - 800/654-9504

Superintendent Searches HAZARD, YOUNG, ATTEA & ASSOCIATES, LTD — Superintendent searches, board and superintendent workshops. Glenview - 847/724-8465

THE ILLINOIS SCHOOL BOARD JOURNAL / SEPTEMBER-OCTOBER 2014

ASK THE STAFF

Boards carry responsibility for superintendent evaluation by Laurel DiPrima

he IASB field services depart-

ment recently released a

Question: Why is superintendent

communication. Apprehension about this work usually is a sign that the

evaluation so critical?

new publication, “The Superinten-

Answer: In addition to ensuring

board’s evaluation process has not

dent Evaluation Process: Strength-

accountability, an effective evalua-

been fully developed. Once the

ening the Board-Superintendent

tion process gives the superintendent

“up-front” work is completed, eval-

Relationship.”

and board an opportunity to identi-

uation becomes a routine part of the

fy professional development oppor-

board’s annual planning cycle.

Question: What was the impetus to develop this new publication?

tunities

that

can

help

the

Question: What is IASB’s approach

superintendent improve his or her

ation is a key responsibility of a school

craft, which ultimately benefits both

Answer: There are several com-

board. As trustee for its community,

the superintendent and the district.

ponents to a successful evaluation

a board needs to recognize how crit-

The evaluation also assists the board

process.

ical the board/superintendent rela-

in making informed decisions about

First, the board and superin-

tionship is to the ultimate success of

the superintendent’s contract and

tendent must agree on expectations.

its district’s schools. Principle 3 of

compensation. Finally, by law, in the

The board may already have artic-

the Foundational Principles of Effec-

State of Illinois, any multi-year con-

ulated these expectations in vari-

tive Governance states that the board

tract must include performance goals.

ous documents, including the

employs and evaluates one person –

The board must evaluate performance

the superintendent – and holds that

towards these goals before a contract

person accountable for district per-

may be renewed. Question: Why do boards some-

ten board policy. Having hired the

times struggle with this part of their

superintendent as its chief executive

work?

this issue were answered by Laurel DiPrima, former IASB field services director for the Kishwaukee, Northwest

to this work?

Answer: Superintendent evalu-

formance and compliance with writ-

The questions for

and Starved Rock divisions, who has now retired. Further inquiries can be directed to Reatha Owen, IASB Field Services Director.

Apprehension about this work usually is a sign that the board’s evaluation process has not been fully developed.

officer, the board delegates authori-

Answer: The superintendent eval-

ty to him or her to operate the dis-

uation process can seem daunting.

trict and provide leadership to staff.

First, some board members may feel

The board then has the responsibil-

intimidated in assessing the perfor-

ity to monitor performance, to ensure

mance of a trained, professional edu-

superintendent contract, job descrip-

the district is making progress towards

cator, who often has advanced degrees

tion, district goals, board policy, and

its goals and is in compliance with

and considerable experience. Oth-

school improvement plans. Addi-

written board policy. The superin-

ers may be afraid of conflict – between

tionally, the board may wish to

tendent evaluation process is the

the board and superintendent or

incorporate professional standards

most visible and arguably the most

among board members themselves.

into its evaluation.

important monitoring work in which

Some may feel that their process

District goals constitute a sig-

the board can engage.

doesn’t allow for open and honest

continued on page 4

NON-PROFIT PRST STANDARD US POSTAGE PAID ILLINOIS ASSOCIATION OF SCHOOL BOARDS

2921 Baker Drive Springfield, Illinois 62703-5929 Address Service Requested

www.iasb.com

This conference offers a wealth of choices from which to learn, improve, discover and share! • Professional Development • Networking • District Presentations

• • • •

Workshops Exhibits Delegate Assembly School Tours

82nd IASB•IASA•IASBO

Joint Annual Conference N o v e m b e r 21- 2 3, 2 014•C h i c a g o